Interactive Guide Grade 8

E I GHTH G R A D E

Includes printable sample lessons! Interactive Guide

Welcome! If you are new to CHC, or new to home- schooling, welcome! If you aren’t sure of how this adventuresome path begins, we invite you, with this Seventh Grade Guide, to sample a “taste” of CHC’s gentle approach to gain confidence that, as it has for thousands of other families, the CHC approach will work for you, too. Within this guide you’ll find a virtual “tour” of those special and well- loved materials which are written by experienced homeschool parents and distributed exclusively by CHC. Did you know that we homeschool, too? Do we understand what it’s like to feel pressed for time to fit in all the tasks that go along with being wife, mother, homemaker, and homeschooler? You bet! Our years of homeschooling, preschoolers to high schoolers, have led to the development of academically solid materials that are time-proven to enrich the homeschooler, both academically and spiritually, without being burdensome to mom or students. In fact, it is CHC’s philosophy that homeschooling should be a joyful, natural offshoot of parenting and family life, not a “weight” to be dragged along the path throughout childhood! CHC lifts the burden, but keeps the family on the path.

We are grateful, not only for the business interactions that we have with you, our “CHC family,” but the dear friendships and mutual support that have developed between us. It is our prayer that we can continue to serve you, as all of us, the entire “CHC Family,” work together to win Heaven, educating for eternity. Your CHC Family

Contents

Typical Course of Study, 3 Materials Guide, 4 Core Subjects, 5–23 Reading Comprehension, 8–9 Literature, 10–11 Grammar & Composition, 12–13 Mathematics, 14–15 Science, 16–17 Religion, 18–21 History & Geography, 22–23 Lesson Plans, 24–25 Electives, 26–28

CHC Typical Course of Study Eighth Grade

MATHEMATICS • Exponents: know the quotient rule, know the power theorem, use the y x calculator key • Roots: add and multiply radical expressions, find roots of large numbers, solve radical equations • Simplify radical, polynomial, and rational expressions (multiply, add, factor, divide) • Algebraic skills: define domain, range, independent variable, and dependent variable; use function notation; use the vertical line test; represent functions as ordered pairs • Graph linear equations, find roots of equations, quadratic equations, etc. • Lines, points, segments, and planes; polygons; triangles; circles; geometric solids; area LANGUAGE ARTS • Increased reading comprehension • Analyzing poetry: rhyme, alliteration, onomatopoeia, meter, images and metaphors, ellipsis, hyperbaton, organization, irony, allusion, verse forms • Parts of Speech: elusive subjects, appositive nouns, helping verbs, verb tenses, comparative and superlative forms of adjectives and adverbs, functions of a preposition, subordinating conjunctions • Usage: functions of dependent clauses, adverbial clauses, diagramming a participle, gerunds • Mechanics: apostrophes, joint ownership, possessive personal pronouns and adjectives, hyphens • Composition: diction, citation format, persuasive writing, thesis statements, dialogue in a story,

narrative writing, creative writing, writing about prose and poetry, writing poetry SCIENCE • Earth’s orbit, seasons, lunar phases, eclipses; the atmosphere; weather and climate • Minerals and the rock cycle; plate tectonics, volcanoes and earthquakes; weathering, erosion, soils • Ground and surface water; landforms and glaciers; geologic history; oceanography • Christian stewardship HISTORY AND GEOGRAPHY • The Scientific Revolution; the Age of Enlightenment • French Revolution; Napoleonic Wars • Romanticism; Liberalism; the Industrial Revolution • World War I; Fascism; Communism; the Spanish Civil War; World War II • Vatican II; the Nuclear Arms Race RELIGION • Deeper understanding of the teachings of Holy Mother Church • Participation in the life of Christ through celebrating the liturgical seasons • Volunteer work in the home, the parish, and the community • High school preparation and discernment • Challenge of living the faith: service to others, sacrifice, obedience, prayer, charity ELECTIVES

Please note: These sample pages are provided for review purposes only. Sample pages are not complete lessons. View more product details and reviews @ www.chcweb.com. All content is copyright © 2021 Catholic Heritage Curricula. • 1-800-490-7713

Click here to order Eighth Grade materials!

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Eighth Grade Materials Guide

TITLE

CONSUMABLE

NONCONSUMABLE*

CORE SUBJECTS Reading Comprehension: Stories of the Saints Vol. IV The Secret Code of Poetry: Student Text The Secret Code of Poetry: Student Workbook

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Language of God, Level G Saxon Math Algebra 1 Kit

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Saxon Math Algebra 1 Solutions Manual Earth Science: Textbook and Digital Resources

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Faith and Life 8 Student Text Faith and Life 8 Activity Book Faith and Life 8 Answer Key

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High School of Your Dreams Guidebook

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Light to the Nations, Part Two: Textbook and Manual

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DAILY LESSON PLANS CHC Lesson Plans for Eighth Grade

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(Includes Faith in Action Hands-On Religion)

ELECTIVES (OPTIONAL) Ever Ancient Ever New, Level 2: Art Textbook Ever Ancient Ever New, Level 2: Art Pad

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Sewing with Saint Anne

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* Denotes a non-consumable title. May be used by more than one student, and often for more than one grade level.

Eighth Grade Core Subjects : : Overview

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Language Arts : : Reading Comprehension Stories of the Saints, Volume IV contains four stories of heroic virtue (St. Katharine Drexel, Ven. Matt Talbot, St. Josephine Bakhita, and Pope St. Pius X), each accompanied by “Lesson Activities” which encourage the student to delve beneath the surface to understand the faith and virtues of each saint. Researching the relevant geographical and historical facts gives the reader an up-close look at the saint’s life/circumstances. In addition, the many topic choices for essay questions, reports, and biographies challenge the student to put his grammar, writing, and spelling skills into practice. Each story is followed by four pages of “Lesson Activities,” including: “Vocabulary,” “Terms to Know,” “Comprehension Questions,” “Analyze This,” “Essay Questions,” “Quotations,” “Geography and History,” “Research and Report,” “You, the Biographer,” and “Putting Your Faith into Practice.” Answer key included. Samples: • Excerpt from story: “St. Josephine Bakhita,” page 8 • Excerpt from Lesson Activities, page 9 Language Arts : : Literature The Secret Code of Poetry is unique not only for its Catholicity, but also because it combines poetry appreciation with an in-depth study of “how a poem works.” Hands-on activities and memorization assignments increase the student’s appreciation for the beauty of poetry, while clear explanations and step-by-step analyzation assignments de-mystify poetic techniques such as enjambment, alliteration, meter, irony, and more. The Secret Code of Poetry is an ideal preparation for high school and college literature studies. Even as it reflects on the beauty and truth in poetry, it also teaches skills that are crucially important for future literature studies. Samples: • Excerpt from Student Text: Lesson 13, page 10 • Excerpt from Student Workbook, page 11 Language Arts : : Grammar and Writing Composition Language of God, Level G is an engaging worktext that teaches English grammar and composition with clarity and humor, while also incorporating examples from great literature. Language of God, Level G follows a four-part format: I–Parts of Speech (complex subjects and predicates, appositives, linking verbs, progressive tenses, indefinite pronouns, etc.), II–Usage (participial phrases, gerunds, sentence diagramming, subject-verb agreement, etc.), III–Mechanics (commas, colons, semi-colons, quotation marks, italics, and other technical aspects of writing), and IV–Composition (diction, researching, pre-writing, drafting, editing, proofreading, presenting essays, reports, and narratives, etc.) Answer key included. Samples: • Table of Contents, page 12 • Excerpts from Parts I and IV, page 13

Eighth Grade Core Subjects : : Overview

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Science Earth Science: God’s World, Our Home (2020 Edition) by Kevin Nelstead unites a Christian perspective with up-to-date geological science. Although the author is not Catholic, he understands that faith and reason can never contradict each other, because (as he explains) “All truth is God’s truth.” Earth Science takes a mastery approach to science, focusing on long-term mastery of the most fundamental concepts of Earth Science, rather than a temporary familiarity with a range of topics too broad to cover in depth. Topics studied include the seasons, lunar phases, and eclipses; minerals and the rock cycle; plate tectonics and mountain building; volcanoes and earthquakes; weathering, erosion, and soils; surface water and groundwater; landforms and glaciers; geologic history; oceanography; the atmosphere; weather and climate; and Christian stewardship. The Earth Science Digital Resources are essential for the course and provides the resources normally included in a teacher’s manual, including complete answer keys, quizzes, exams, Weekly Review Guides, and an Experiment Resource Manual. The detailed schedule laid out in CHC’s lesson plan coordinates all of the resources in the text and in the Digital Resources in a way that is helpful for homeschoolers. Samples: • Excerpts from Chapters 1 and 4, pages 16–17 Mathematics Saxon Algebra 1 covers all the topics in a first-year algebra course and builds the algebraic foundation essential for all students to solve increasingly complex problems. Text features 120 lessons and focuses on algebraic thinking and multiple representations—verbal, numeric, symbolic, and graphical. Kit includes Student Text, Tests, and Answer Key. Solutions Manual is highly recommended. Samples: • Excerpts from Lesson 75, pages 14–15

7 Eighth Grade Core Subjects : : Overview Religion : : Catechism Each lesson in Faith and Life 8: Our Life in the Church builds upon previous ones to give students a clear grasp of the basics of our Faith. The Faith and Life 8 activity book provides a multitude of activity sheets. Each week, assign those which you feel will help your student best understand and remember the lesson. Samples: • Excerpt from Student Text: Chapter 4, page 18 • Excerpt from Activity Book: Chapter 4, page 19 • Contents, page 19 Religion : : Hands-On (Weeks 1–22) As the capstone of his elementary-level study of religion, the student will complete a series of volunteer projects. The “Faith in Action” student handbook, included in the lesson plans, provides scheduling suggestions, a variety of ideas for volunteer service projects (many of which the student can complete at home without parental assistance), and step-by-step charts to assist the student in scheduling and planning his projects. Samples: • Excerpts from “Faith in Action,” page 20 History & Geography The central consideration of Light to the Nations, Part Two: The Making of the Modern World is how modern ideas, institutions, and culture have developed from the high centuries of Christian culture. Drawing on the guidance of Catholic thinkers and the popes (particularly Leo XIII, Pius XI, Pius XII, John Paul II, and Benedict XVI), this history presents the hope that Christian thought and work hold for the future. Teacher’s manual is highly recommended! Samples: • Table of Contents, page 22 • Excerpts from Chapter 18, page 23 Religion : : High School Discernment (Weeks 23–36) The last part of the school year has been reserved for the student to look back over what he has learned from the volunteer projects he has completed, and forward towards his high school, career, and vocational goals. As explained in the High School of Your Dreams Guidebook , a high school education should be tailored to fit the student’s unique interests and vocational/career goals. Whatever your educational plans for your student’s high school years, the vocation and career discernment resources in the High School of Your Dreams Guidebook will encourage him to take an active part in his education and will make it easier to plan your student’s high school years. Samples: • Excerpts from Step 3, page 21

8 Eighth Grade Core Subjects : : Reading Comprehension (Stories of the Saints, Volume IV) Excerpt from “Always in the Master’s House: St. Josephine Bakhita” Ida Zanolini took careful notes of what her guest was saying. Ms. Zanolini was a writer, and she was working on a biography of the woman who was now talking. Before her sat a Canossian Sister, dressed in black, wearing a black rufÀed bonnet and a large medallion of Our Lady, as all the Canossian Sisters did. The sister was at least sixty years old, but the serenity in her face made her seem much younger. As she spoke, Ms. Zanolini took notes and asked questions, as any good biographer will do. But she felt a growing amazement at the story she was hearing and at the woman who was telling it. Sr. Josephine Bakhita was from the Sudan in Africa, where she had been kidnapped as a child and sold into slavery. Her life as a slave had been a brutal one. Through an unusual set of circumstances, she had found herself traveling to Italy with the last family to own her; and there she had discovered Jesus Christ, whom she thereafter called “The Master.” Desiring to belong to Jesus completely, she had taken vows as a sister and embraced a life of prayer and service. This life of prayer and service was well known to all. With grace and serenity, Sr. Bakhita did a myriad of household tasks in the convent. She had cooked for the school children and the patients in the in¿rmary, taught many young women the art of embroidery and beadwork, and served as general doorkeeper for the many people who visited the sisters. Young and old, rich and poor sought her as an advisor and a friend. A person merely had to be in her presence to feel peace and consolation. Her advice was simple and to the point, going straight to the heart of the matter. Sr. Bakhita radiated a holiness of which she herself was totally unaware. So it was not this life as a sister that her biographer was writing about today; that would come another day. Today, Sr. Bakhita spoke about the tragedy of her capture and her life as a slave. Ms. Zanolini found herself ¿ghting back tears as she worked, listening to Sr. Bakhita’s story. As she spoke, tears streamed down Sr. Bakhita’s face as she related her memories. She dried her tears calmly and continued telling her story. This part of the story was a tale of cruelty and betrayal, cowardice and greed. How could people be so cruel to one another? How could Sr. Bakhita come through such mistreatment without wanting to take revenge? Ms. Zanolini commented on how cruel Sr. Bakhita’s captors had been and was surprised at Sr. Bakhita’s reply. “I am praying much for them, that the Lord who has been very good and generous to me may be the same to them, so as to bring them all to conversion and salvation,” she said. “Poor things! They were not wicked; they did not know God, or maybe they did not think they hurt me so much. They were the masters, and I was the slave. Just as it is natural for us to do good, so it was natural for them to behave as they did towards me. They did so out of habit, not out of wickedness.” She continued with her characteristic serenity. Italy: 1930—Convent of the Canossian Sisters

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9 Stories of the Saints, Volume IV

(Excerpt from Lesson Activities)

LessonActivities St. Josephine Bakhita

Vocabulary De¿ne the following. slavery

villa

consecrate

lucrative shackle caravan

cruci¿x

occupation (army)

consolation trans¿gured

jubilee eternity

Instead, thepeopleofhertribeworship d whe Ch

Terms toKnow Discover the meaning of each of the following. Catechumenate confessor Superior (religious) Novitiate Canon Law Canossian

Click here to view more samples!

Comprehension Questions Answer the following, using complete sentences. 1. What was Sr. Bakhita’s attitude toward those who had held her captive? 2. When Bakhita was sold to Callisto Legnani, her life changed. How was it now better? 3. What happened when Bakhita ¿rst heard the word “Italy”? 4. If she had not left for Italy, what would have happened to her? 5. What was Bakhita’s main responsibility during her years with the Michieli family? 6. When Bakhita ¿rst saw a Cruci¿x, what did she do?

7. Why did Bakhita refuse to return to the Sudan with Mrs. Michieli? 8. What three sacraments did Bakhita receive on January 9, 1890? 9. Why did Bakhita refuse to become Mr. Checchini’s adopted daughter?

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10 Eighth Grade Core Subjects : : Literature

(The Secret Code of Poetry: Excerpt from Student Text)

L esson Thirteen: Ellipsis and hyperbaton In the poems we have studied so far, the literal meaning has been fairly simple to figure out, so long as we took the time to think about it. In Unit Two we focused on analyzing the imagery and sound of poetry. In more complicated poems, though, we need to look deeper than the poem’s literal meaning, because the poet communicates much of the poem’s meaning in the organization of the poem, or in poetic devices such as irony and allusion. These poetic devices are parts of the poetic code, and they allow the poet to say more than one thing at once. Do you remember how in Lesson Four your dad said, “No we can’t go swimming,” but he also winked? He was saying two things at once, and you had to figure out how the meanings related to each other, and what he ultimately meant. As you have learned, poets also like to say more than one thing at once. They do this through the sound and images of their poems, but they also do it through poetic devices such as organization, irony, and allusion. These poetic devices allow poets to pack more meaning into their words, but it can also make their poems difficult to understand. In the next few lessons, we will learn how to decipher this part of the poetic code. Before we study organization, irony, and allusion, we first need to look at ellipsis and hyperbaton (hye- per -buh-tawn). These two poetic devices aren’t as important as organization, irony, and allusion, but being familiar with them can make all the difference when it comes to understanding a poem. a Did you notice the metaphor in Rossetti’s poem? What is “the rose upon her briar” being compared to? You may wonder how we know lines 1 and 3 are based on the same meter, since they are not actually identical. Couldn’t line 1 be

meaningful ideas. To make things a little easier for themselves, poets sometimes bend the rules of grammar. Ellipsis and hyper- baton are examples of times when poets don’t follow the rules. Ellipsis Imagine you are a poet and you have thought of words which are perfect to express your ideas, but which will break the metrical pattern you have chosen. This is probably the situation in which Christina Rossetti found herself when she wrote “The Rose.” The poem opens with the following lines: Ù  Ù  Ù  Ù The lily has a smooth stalk, Ù As you can see in the lines above, Rossetti is following a pattern in which the second and fourth lines have six syllables in the following meter: da-DUM da-DUM da-DUM. The first and third lines follow a pattern of seven syllables in the pattern da DUM-da DUM-da DUM-da, except that line 3 begins with an extra unstressed syllable. This is the only irregularity in the meter. Do you notice how unusual the second line sounds? In order to maintain the meter she has chosen, Rossetti leaves out a word in line 2. This is an example of ellipsis , which occurs when a writer leaves out a word that can be understood from the context. In Rossetti’s poem, the second line needs another word, such as “and,” “which,” or “it.”  Ù  Ù  Will never hurt your hand; Ù Ù  Ù  Ù  Ù But the rose upon her briar Ù  Ù  Ù  Is lady of the land.

following one meter, with seven syllables, and line 3 be following another meter, with eight syllables? Although this is theoretically possible, four-line stanzas almost always alternate lines of two different meters, or stick to a single meter for all four lines. Ellipsis: when a writer leaves out a word that can be understood from the context

Writing poetry is quite a challenge, because poets need to com- bine beautiful sounds and rhythms with evocative images and

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And will never hurt your hand Which will never hurt your hand It will never hurt your hand

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The Secret Code of Poetry and the Art of Understanding It (Excerpt from Student Workbook)

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Analyze This!

Read “To a Snowflake” aloud slowly, then answer the following questions.

To a Snowflake Francis Thompson What heart could have thought you?

Past our devisal (O filigree petal!) Fashioned so purely,

devisal: the ability to imagine an filigree: a delicate ornament of in Literal meaning: 1. The poet asks two main questions in this poem, and the snowflake responds directly to each one. What are the two questions, and what are the two answers?

5 Fragilely, surely,

From what Paradisal Imagineless metal, Too costly for cost? Who hammered you, wrought you,

Paradisal: belonging to Paradise imagineless: unimaginable

10 From argentine vapor? — “God was my shaper. Passing surmisal,

argentine: silver

Imagery: 2. In line 19, the snowflake declares it was made “Mightily, frailly.” This sounds like a contradiction. How does the creation of the snowflake combine might and frailty?

surmisal: guess, thought

He hammered, He wrought me, From curled silver vapor, Thou couldst not have thought me! So purely, so palely, Tinily, surely, Mightily, frailly,

lust: desire

15 To lust of His mind: —

3. What type of craftsman is God portrayed as? Pay attention to words like “metal,” “hammered,” “wrought,” “insculped,” “embossed,” “hammer,” and “graver.” Could a human craftsman make a snowflake? Why do you think Thompson compares God to a human craftsman?

Click here for additional samples, FAQ’s, and more!

insculped: carved embossed: decorated with a raise graver: one who engraves

20 Insculped and embossed, With His hammer of wind, And His graver of frost.”

Sound: 4. “To a Snowflake” does not have a regular rhyme scheme, but its rhymes are still significant. For instance, by rhyming “petal” with “metal,” Thompson connects the words in our minds. How can he use both of these words to describe the snowflake?

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12 Eighth Grade Core Subjects : : Grammar & Composition (Language of God, Level G)

TA B L E O F C O N T E N T S

I. Parts of Speech, 1–122

65 69 70 75 77 80 81

Perfect Progressive Verbs The Last Verb Review Active and Passive Voice

2 3 6 8

Subjects

Complex and Compound Subjects

Pronouns

Predicates

Personal Pronouns Indefinite Pronouns

Elusive Subjects

11 12 13 17 19 20 23 25 28 29 30 31 32 33 35

Sentences

Pronoun and Verb Agreement

Compound Sentences Compound Sentences Nouns: Compound Nouns

II. Usage, 123-192

III. Mechanics, 193-232

Compound Words Appositive Nouns

124 127 132 135 138 140 143 146 152 155

Complex Sentences

194 197 199 202 204 206 208 209 211 212 214 215 216 217 218 220 223 226 228 230

Capitalization

A Few More Words about

Ap

Functions of Dependent Clauses The Dependent Adjectival Clause

Commas

Collective Nouns

Pausing for Dramatic Effect Semicolons and Colons

Plural Nouns

Adverbial Clauses

Participles and Participial Phrases

Colons

Irregular Plurals More Plural Nouns

Diagramming a Participle

Quotation Marks

Participial Phrases

Other Uses for Quotation Marks

And More Plural Nouns

Gerunds and Gerund Phrases Infinitives and Infinitive Phrases Infinitives as Adverbs and Adjectives

Quotation Marks or Italics? Single Quotation Marks

Plural Names

Singular Possessive Noun Special Cases for Singula

s r Po

Apostrophes

Joint Ownership

Possessive Personal Pronouns and Adjectives

IV. Composition, 233-295

280 281

Pre-writing Stage

Contractions

Pre-writing Stage — Sources of Information

Hyphens

234 235 236 238 240 241 243 245 246 248 249 251 253 255 256 259 261 264 265 267 267 268 268 269 271 273 274 276 278 279

Diction — Choosing Your Words

More Uses for Hyphens

More about Diction

283 284 284 285 285 286 286 287 288

Interviewing Sources

Dashes

Formal and Informal Diction

Organizing Your Information Completing Your Research

Parentheses Abbreviations

Vocabulary

Sentence Structure

Drafting Your Report Revising Your Report

Varying Sentence Lengths and Structures

Writing Numbers It’s about Time

Research

Proofreading Your Report Presenting Your Report Responding to Literature

More Online Research Library Research Citing Your Sources What Do We Cite?

Reading for the General Meaning — Poetry Reading for a Deeper Meaning — Poetry Reading for the General Meaning — Prose Reading for a Deeper Meaning — Prose

Citation Format Works Cited Page

289 290

Using Online Citation Links

Basic Elements in a Works Cited Page

290 291 293 295

Types of Writing Persuasive Writing

Writing about Prose Writing about Poetry

Writing a Persuasive Essay

Your Favorite Fiction Book

Thesis Statements

Answer Key, 297-322

Drafting Your Persuasive Essay Revising Your Persuasive Essay

Narrative Writing Time in Narratives

Developing a Series of Events in a Narrative

Dialogue in a Story Selective Dialogue

Verb Tenses in Dialogue

Creative Writing Heroic Couplets

Reports

13 Language of God, Level G

(Excerpts from Parts I and IV)

Persuas i ve Wr i t i ng P ersuasive writing argues a position. Its purpose is to encourage the reader to accept that position as the right position, the position that should be accepted and acted upon. An example would be a political campaign speech where the speaker is asking for votes.

What persuades us to accept someone’s argument? Writers use three basic tools to persuade: the logical appeal, the ethical appeal, and the emotional appeal.

The logical appeal uses reasoning and facts to convince people. For example, why should we study algebra? We should study algebra because we will encounter situations that require analytical thinking, the kind of thinking that we will develop by doing algebra. Algebra also introduces the concept of variables, and our decisions must take variables, known and unknown, into account.

O N

The ethical appeal uses our confi our basic desire for rightness in the test? If we cheat on an algebra test, our ability to learn, and we are shirk human beings. Our behavior is not fa The emotional appeal uses high may cause us to react with anger, pit talk before you take your algebra tes and success. No one wants to be a lo Be aware that logical appeals can consequences, and the emotional ap must still use common sense and co writing and speech. R E C O G N I Z I N G P E R Label each of the following statemen of appeal presented by word choice “W there is the greatest industrial outpu apartments, proud avenues, and the to have been destroyed, today there theaters, and museums.”—President logical Example:

de wor

R E F L E X I V E O R I N T E N S I V E P R O N O U N E X E R C I S E

we a ing o ir t inte y, o t, s ser be pe nsid

Write “R” in the blank if the italicized pronoun is reflexive. Write “I” if the pronoun is intensive.

R

Example:

The actor bowed himself off the stage at the end of the play.

1.

I bought myself a copy of Shakespeare’s comedies.

2.

Do you yourself enjoy reading Shakespeare?

3.

In Shakespeare’s Scottish play, Macbeth, the main character, tells himself that “Life’s but a walking shadow, a poor player.”

S

4.

Juliet tells herself what her future will be when she discovers who the handsome young man at the ball is.

ts a

. So

her

P A R T S O F S P E E C H 5. 6.

Juliet herself declares her love for Romeo, a young man whom her family will not accept because of a serious feud between the Capulets and the Montagues.

t of spr are Ron

Cassius encourages himself and Brutus to assassinate Caesar for the good of the people.

1.

“It is obvio note insofar as her citizens of col

us t or a

7.

Although Caesar was warned to remain at home, he himself decides that he cannot thwart his fate.

8.

Although Marc Antony publicly judges himself to be no great speaker, he proceeds to speak eloquently after the assassination of Caesar.

9.

Although Regan and Goneril flatter King Lear, Cordelia who truly loves him submits herself to honor him without flattery.

10.

In The Merchant of Venice, Portia’s father himself decides she must marry only the man who can determine in which of three caskets her picture has been placed.

14 Eighth Grade Core Subjects : : Mathematics (Saxon Math Algebra 1) Algebra 1, Lesson 75 Sample taken from Algebra 1 (Third Edition), page 305

Algebra 1, Lesson 75 Sample taken from Algebra 1 (Third Edition), page 306

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9 How to order Saxon Math Algebra 1 Kit and Solutions Manual (3rd edition): Go to chcweb.com/Grade8 for direct links to purchase these books from an affordable source, or search online by ISBN: 9781565771239 (Kit), 9781565771376 (Solutions Manual).

Saxon Math Algebra 1

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(Excerpts from Lesson 75)

Algebra 1, Lesson 75 Sample taken from Algebra 1 (Third Edition), page 307

New to Saxon Math? Click here for a placement test!

Algebra 1, Lesson 75 Sample taken from Algebra 1 (Third Edition), page 312

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Algebra 1, Lesson 75 Sample taken from Algebra 1 (Third Edition), page 313

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16 Eighth Grade Core Subjects : : Science

(Earth Science: Excerpts from Chapters 1 and 4)

How to order Earth Science Textbook (2020 edition) & Digital Resources: Go to chcweb.com/Grade8 for direct links to purchase this program from affordable sources.

17 Earth Science: God’s World, Our Home (Excerpt from Chapter 1)

18 Eighth Grade Core Subjects : : Religion : : Catechism (Faith and Life 8: Excerpt from Student Text, Chapter 4)

CHAPTER 4

The Teaching Church

They asked him, “Teacher, we know that you speak and teach rightly, and show no partiality, but truly teach the way of God.” Luke 20:21

“This gospel was to be the source of all saving truths and moral discipline. This was faithfully done: it was done by the apostles who handed on, by the spoken word of their preaching, by the example they gave, by the institutions they established, what they them- selves had received” (DV, 7). As we have already seen, Our Lord left to the Church the deposit of Faith . His final com- mand to the apostles was to teach all that he had instructed them. He relied on his apostles and their successors to carry his message to the world. This is made known to us today through the living voice of the Church—the Pope, the bishops, the priests—even the laity. Each of these conveys to us the message of Christ, especially the clergy, who are, by their office, the representatives of Christ. The Church bases her teaching on the deposit of Faith revealed to us by God. Before we look at the source of this teaching we should first con- sider what is meant by revelation. What Is Revelation? Revelation literally means to “draw back the veil” or to uncover. God is primarily a mys- tery to us. On our own we can have only a lim-

ited knowledge of him. However, God has un- veiled some of the mysteries about himself so that we might come to know and love him. He has helped us to know who he is and what he expects of us. In other words, revelation is the communi- cation by God to man of the truths about him- self that he wants man to know but that man could never uncover on his own. These truths are known as doctrines or teachings of our Faith. God did not reveal these truths about him- self all at once but only gradually with the passing of time. The process of public revela- tion began with Adam and Eve and ended with the death of the last apostle, St. John. The first phase of God’s revelation can be found in the Old Testament. Because this reve- lation took place long before the birth of Christ, we call it “pre-Christian” revelation. If we look at the Old Testament, we can see that God gradually revealed more about himself as the centuries passed. This revelation was completed when God fully showed himself to us by becoming man and living among us. This phase is known as “Christian” revelation. It contains the truths revealed by Jesus Christ to his apostles. These

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19 Faith and Life 8: Our Life in the Church

(Excerpt from Activity Book, Chapter 4)

Name:___________________

Contents

THE CHURCH 1. Christ’s Abiding Presence 2. The Birth of the Church 3. The Nature of the Church 4. The Teaching Church 5. Authority in the Church 6. The Visible Hierarchical Church 7. The Church Sanctifying 8. The Church Sanctifying 9. Mary—Mother of the Church 10. The Communion of Saints

Revelation Answer the following questions in complete sentences. 1. Who comprises the living voice of the Church?

11

15

19

25

32

2. What is revelation?

39

43

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3. When did public revelation begin and end?

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11. Saints in Our History 12. Saints in Our History 13. Separated Brethren

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4. Who is the source of revelation?

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THE CHRISTIAN IN THE WORLD 14. The Universal Call to Holiness

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15. The Life of Virtue

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5. In what two ways is the Word of God passed on to us?

13 102 16. The Works of Mercy & Happiness 110 17. Vocations 115 18. The Lay Apostolate 121 19. Marriage and the Family 124 20. The Christian in the World 129 21. Law and Conscience 134 22. The Church & Social Order 141 THE MEANS TO FULFILL OUR CALL TO HOLINESS 23. Prayer 147 24. The Sacramental Life 153 THE END OF CHRISTIAN LIFE 25. Death & Particular Judgment

6. What is Sacred Tradition?

7. What is Sacred Scripture?

Faith and Life Series • Grade 8 • Chapter 4 • Lesson 1

26. The End of the World

163 168

APPENDIX Words to Know

Prayers

175 181

20 Eighth Grade Core Subjects : : Religion : : Hands-On (Excerpts from “Faith in Action”)

21 Religion : : High School Discernment (Excerpts from High School of Your Dreams Guidebook)

The High School of Your Dreams Guidebook provides detailed guidance for developing a tentative four- year plan and a schedule for freshman coursework. Early planning for high school will help the student to focus on his or her goals—building excitement for the coming high school years—and will give time for course and material selection. Whatever your educational plans for your student’s high school years, the vocation and career discernment resources in the High School of Your Dreams Guidebook will encourage him to take an active part in his education, and will make it easier to plan your student’s high school years.

22 Eighth Grade Core Subjects : : History & Geography (Light to the Nations, Part Two)

TABLE of CONTENTS

From the Founding General Editor, CSTP

x

Introduction: The Scientific Revolution

1

Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Chapter 13 Chapter 14 Chapter 15 Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter 20

The Age of Enlightenment

21 41

The Age of Enlightened Despots The Church Before the Revolution

69

Revolution in France Many Revolutions

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123 147 177 237 265 293 323 357 383 417 449 481 521 557

The Rise and Fall of Jacobin France The Triumph of the “Little Corporal”

The Defense and the Building of Christendom 205

Metternich’s Europe

Romanticism and Revolt, Part I Romanticism and Revolt, Part II The Triumph of Liberalism An Era of Change and Conflict

New Powers, Old Battles

Into a New Century Europe at War The “Great War”

The Rise of Totalitarian Regimes

An Even Greater War

The End of a War and the Beginning of a New World

589 627

Index

Light to the Nations, Part Two: The Making of the Modern World (Excerpts from Chapter 18)

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Chapter 18 TheRiseofTotalitarianRegimes

The new pope explained this motto in his first encyclical, Ubi Arcano Dei Consilio , issued December 23, 1922. “Since the close of the Great War, individu- als, the different classes of society, the nations of the earth have not yet found true peace,” wrote Pius. Nations were still rivals; public life was clouded “by the dense fog of mutual hatreds”; the war between the rich and poor classes continued, because each class seeks “to rule the other and to assume control of the other’s possessions.” Even family members were at odds with one another, said the pope, for the war had torn fathers and sons away “from the family fireside” and had weakened the

eople of his day, said the pope, refused obedience to rightful ng to live up to their obligations. “In the face of our much e the pope, “we behold with sorrow soc nto a state of barbarism.”

iety lapsing bring not to s

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Chapter 18 TheRiseofTotalitarianRegimes

ended the war, said the pope, did not . . was only written into treaties. It was s of men, who still cherish the desire o continue to menace in a most seriou stability of civil society.” Because of human institution by itself can bring Pius, can only come through justice e fruits of the grace of Christ, com- Church. “It is therefore,” wrote Pius, Christ can only exist in the Kingdom n regno Christi .” his task “to bring about the reestab- gdom,” not only in individual hearts, ate as well. In Italy, he had taken steps liation between the anticlerical Liberal Church. Such a reconciliation had to was called the “Roman Question”—wha government’s theft of the Papal States ors, Pius XI demanded that the governm over at least some of the territory taken e Church be truly independent of the st though, the pope had to deal with the

in the war, said the nationalists; it had been betrayed, “stabbed in the back,” by German socialists, international Jews, and Catholics. Hitler’s Nazi party benefited greatly from Germany’s misfortunes. In the elec- tion of 1930, the party won 18 percent of the vote, a dramatic change from the 2.6 percent it had won in 1928. In 1932, Hitler ran for president against the 85-year- old General Paul von Hindenburg, the war hero who had held the office of president since 1925. Hitler lost the race, but his National Socialist Party did so well that it was

quickly becoming the largest party in the Reichstag . With his Nazi Reichstag members behind him, Hitler demanded that Hindenburg make him chan- cellor; but the old general refused. Instead, he dissolved the Reichstag ; but in the new elections, the Nazis won 230 seats—more than any other party had ever won in the history of the Weimar Republic. Once again, Hitler demanded the chan- cellorship, and again Hindenburg refused. But in another election, held in November 1932, the Nazis lost 5 percent of the vote, while the Communists increased their number in the Reichstag . Fearing that socialists might take con- trol of the government or that Communists would overthrow it, Hindenburg’s friends threw their support to Hitler. He, if anyone, could deal with the Communists, they thought.SeveralofHindenburg’s allies, including his own son, tried to convince him that he had little to fear fromHitler . Worn out by all the fights in the Reichstag, Hindenburg at last gave in. On January 30, 1933, he appointed Adolf Hitler chancellor of the German republic. Dictatorship With the power of the chancellor in his hands, Hitler began purging the government of his oppo- nents. Most of the Reichstag was not Nazi, so he dissolved it. New elections were called. The Nazi party’s brown-shirted storm troopers terrorized Communists, Social Democrats, and Center Party members. The government shut down newspapers belonging to opposition parties and forbade or broke up their meetings. The Nazi party seized con- trol of radio stations so that only the Nazi message could be broadcast to German voters.

t in

ent from ate. Fascist gov-

solini, which, at first, was more anti-Catholic than the nment had been. Yet, beginning in 1924, Mussolini began ted the Church and the Catholic faith of the Italian people. he restored control of primary schools to the Church; he ion (given by priests and religious) mandatory in all Italian ed several anticlerical laws. Though in 1925 the pope con- t acts of oppression against the Church, it was clear that some sort of reconciliation with the pope. oubts about Il Duce ’s goodwill, the pope believed he had to erely wanted reconciliation. Thus, in 1926, when Mussolini ttle the Roman Question, Pius XI agreed to talks with the an opportunity, he thought, to restore both the Church’s influence over Italy. The talks resulted in a treaty between kingdom of Italy, signed at the Lateran Palace in Rome on did not restore the Papal States or even the entire city of it did create a small, independent state of about 100 square

Pope Pius XI

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Adolf Hitler giving the Nazi salute from his car while passing the Frauenkirche in Nuremberg at the annual Nazi party rally, September 5, 1934

Then, on February 27, 1933, the Reichstag building in Berlin caught fire and nearly burned to the ground. The Nazis blamed the Communists, and hundreds of Communist leaders were arrested. The upper and middle classes were seized with the fear of Bolshevism. The Nazis appeared to be the only bulwark against Communist revolution. To “protect” the public, the government suspended the constitutional guarantees of freedom of the press, freedom of assembly, and other personal liberties. In the election held March 5, 1933, three parties (Social Democrats, Communists, and Centrists) won 17.3 million votes, while the Nazis garnered 17 million votes and their allies, the Nationalists, 3 million. This meant that the Nazis and Nationalists

ROME

Piazza del Risorgimento

VATICAN

Pigna Courtyard

Art Gallery

Barracks of Papal Gendarmes

Museums

Old Gardens

Barracks of Swiss Guards Church of St.Anne

Villa of Pius IV

e Belveder Courtyard

Vatican Radio Administration

St. Damaso Courtyard

Monument to St. Peter

New Gardens

Lourdes Grotto

Sistine Chapel

Palace

See more samples online!

St. Martin’s hape C l

St. Peter’s Basilica

s St. Peter’ re Squa

C urch of h Stephen St.

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Petine useum M

Palace of Justice

Teutonic College

Railroad Station

Palace of Holy Office

St. Charles’ Palace

International boundary (city wall)

0 0

500 feet

100 meters

Vatican City State as it is today

Eighth Grade Daily Lesson Plans

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What Are CHC Lesson Plans?

CHC Lesson Plans provide an organized and flexible framework for learning and developing specific skills. The lesson plans are laid out day-by-day, with weekly goals for those who prefer a simpler guide. These goals form a scope and sequence that builds from skill to skill, year-to-year, providing a solid foundation for your child as he progresses in his studies through the elementary, middle, and upper grades. The lesson plans are designed around key features: flexibility, ease of use for the busy mom, and incorporation of the Faith with practical living. At a glance you can differentiate between required core subjects and optional electives. Core & Electives Only the boxes for required Core subjects are shaded in the lesson plans. Electives are considered optional and have been left unshaded. They may be added to your student’s schedule as time, interest, and funds allow.

CHC Daily Lesson Plans: Eighth Grade

The eighth grade lesson plans are designed for 36 weeks, five days a week.

Catholic Heritage Curricula operates under the philosophy that your home is your school; as Catholic parents, you should have complete control over what is taught in your home. CHC facilitates your vision for your own Catholic homeschool, based on the needs of your family. We exist to help those who wish to provide solid, affordable, Catholic academics in a gentle homeschool setting. CHC is not a “school” but a curriculum provider. Like other full curriculum providers, CHC offers lesson plans and all the books necessary to pro- vide a good Catholic education to their children, but at a far lower price. There are no tuition or enrollment fees, simply the cost of the materials.

25 Eighth Grade Daily Lesson Plans

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Daily attendance may be checked off (as shown) or a cumulative number written in the box for those required to keep attendance records.

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Assignments are written to the student to facilitate independent learning.

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Ample space is provided to write in appointments, remedial work, skills mastered, test scores, and enrichment activities.

Trombone!

Practice trombone

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26 Eighth Grade Electives (Optional)

Electives : : Art and Art Appreciation “Late have I loved You, O Beauty ever ancient, ever new!” —St. Augustine Ever Ancient Ever New, Level 2 continues the “story of art” from the High Renaissance masters to the Modern era. The first half of the book focuses on the magnificent art of the Baroque period. The second half then summarizes the artistic movements after 1700 until the present, featuring the masterpieces of Turner, Millet, Monet, Renoir, Van Gogh, and others. The program concludes with a unit on American art from the 18th to 20th centuries. Each chapter also includes a lesson in Art Theory, with a focus on the principles of design (unity, variety, contrast, movement, proportion, emphasis, repetition, balance, and rhythm). Level 2 pays special attention to how the art of each period was influenced by the religious and philosophical beliefs of the time, from the Protestant Reformation and the Enlightenment to empiricism and relativism. Particularly valuable is the discussion of the Council of Trent’s guidelines for sacred art. The 422-page, full-color textbook is accompanied by an Art Pad of homeschool-friendly art projects that teach fine arts skills such as human figure drawing; working with acrylic paints and oil pastels; still life drawings and paintings; extreme view and two-point linear perspective; crosshatching; contour drawings; grid drawings; using saturated and desaturated colors; creating regular and irregular rhythm; using exaggerated and arbitrary color; compositional skills; advanced painting skills; and more. Ever Ancient Ever New, Level 2 is designed to be completed over the course of two years, since some of the art projects require three or more hours to do well. It is strongly recommended that the student complete Ever Ancient Ever New, Level 1 and Art Pad 1 before beginning Ever Ancient Ever New, Level 2 and Art Pad 2 . Samples: Sample pages and sample Art Pad projects, page 27

27 Eighth Grade Electives (Optional)

(Ever Ancient Ever New, Level 2)

Art Pad Project #27: Impressionist Birch Trees

Art Pad Projects #12–15: Baroque Garland

View more sample pages online!

28 Eighth Grade Electives (Optional)

Electives : : Home Economics

Sewing with Saint Anne contains fully-illustrated sewing lessons for 16 different homemaking and gift projects. Each project is labeled to indicate the difficulty level: beginner, intermediate, or advanced. Designed for beginners, and flexible enough to be used individually or with a group or co-op. A sewing machine is helpful, but not required. Patterns included. Extra: Enjoy historical features such as “Pins and Needles,” “A Bit about the Humble Apron,” “History of Quilting,” and others.

Pot Holder T hese pot holders are both pretty and functional! Make some to use now and a few to put away in your hope chest.

To make a pot holder, you will need the following:

x 1 / 4 yard medium-weight cotton fabric, washed and dried. Cotton will not melt like some synthetic fabrics will. x Package of extra wide double-fold bias tape . Choose either a contrasting or coordinating color. x Insulation. You can use storebought batting , but an old piece of blanket or an old dish towel will work much better. This insulation is what will be sandwiched in between the two pieces of fabric.

1. Cut 2 squares of your cotton fabric using the “Pot Holder” pattern on page 48. Use the same pattern to cut out the insulation. If you are using a piece of an old blanket or an old terry cloth towel, one piece will be enough. Flannel also works well as an insulator, but you will need at least 3 layers to provide adequate protection from the hot pans.

2. Layer your squares: the cotton squares on the top and bottom and the insulation material in the middle. Make sure that the right sides of the cotton are out. Pin all the layers in place. Baste all around the edge with long basting stitches about 1 / 4 inch from the edge.

3. Now stitch through all the layers, working from corner to corner. This stitching will hold all the layers in place. If you would like to add extra stitching or place your stitches differently, go right ahead and be creative! Just make sure you make enough stitches to keep the layers from shifting.

48